Assessing the Availability of Digital Learning Infrastructures in NGOSponsored and Non-Sponsored Public Primary Schools in Buuri and Isiolo Sub-Counties

Abstract

Purpose: To assess the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo sub-counties. Methodology: The study used deductive reasoning and adopted the descriptive survey research design. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers, 79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship while simple random sampling was used to select 5 schools without sponsorship for the comparative sample. Systematic random sampling was used to get a 15% sample from the learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules, and observation checklists. Descriptive data was analyzed using percentages, mean, and standard deviation scores, while data from interviews was organized into themes and reported using quotes and narration and reported alongside the findings from descriptive data. Results: The results of the questionnaire revealed that 79.9% of learners in sponsored schools strongly agreed that their classrooms were built with robust materials compared to only 62.0% in non-sponsored schools. 70.0% of teachers in sponsored schools confirmed these findings strongly agreeing that their classrooms were built of concrete stones with metal doors and windows, compared to 60.0% in non-sponsored schools. This indicates a significant difference in infrastructure quality, with sponsored schools showing better construction (97.4% vs. 70.5%). Simple regression analysis showed that NGO-sponsored schools had lower p-values (p ≤ 0.01 for power availability and digital hardware, p = 0.05 for adequate gadgets) compared to non-sponsored schools (p = 0.05, 0.05, and 0.10 respectively). These results indicate significant differences in infrastructure availability, supporting the rejection of the null hypothesis. Conclusion: The conclusion made was that NGO-sponsored schools possess significantly superior digital learning infrastructures compared to their non-sponsored counterparts. The robust construction of classrooms, reliable electricity supply, and the availability of essential wiring and power sockets collectively create an environment that is highly conducive to effective digital literacy programs. This enhanced infrastructure provides a stable foundation for the integration and use of digital technologies in the school. The study recommends that efforts be made to increase NGO sponsorship in public primary schools to increase the chances of learners attending the schools getting access to essential digital skills. This could involve intentional efforts by the Ministry of Education to reach out to NGOs and pursue partnership opportunities in this direction.